Spanish Native Language Reading Instruction

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Spanish Native Language

Reading InstructionAmanda Villagmez

UNLA Summer 2007


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Overview

Topic Importance

Literature Study

Interviews with Mexican Teachers Trends

Implications for Teachers and Classrooms

Further Research/The Next Steps


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Topic Importance

Bilingual Teacher

Parent

ESL Teacher English Teacher

Spanish Teacher

Mainstream Teacher


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Freeman and FreemanTraditional Methods

Synthetic Alphabetic Method (el mtodo alfabtico)

The Onomatopoeic Method (el mtodo onomatopyico)

The Phonics or Phonetic Method (el mtodo fnico o fontico).

The Syllabic Method (el mtodo silbico) Analytic

The Global or Visual Concept Method (el mtodo global oideovisual)

The Lexical Method (el mtodo lxico)

The Eclectic or Mixed Method (el mtodo eclctico omixto)


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Freeman and FreemanSuggested Method

Gradual Release of Responsibility Read-Alouds

Shared Reading

Interactive Reading

Guided Reading

Independent Reading


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Mexico Literacy Instruction

The first-grade primer, first Published in 1993 and itsseventh edition in 2000, was titled libro integrado

(Integrated Book) (Chapela Mendoza 2000) and wasorganized around themes that connect to students lives,

including Los nios, La familia y la casa, El campo yla ciudad, and Medimos el tiempo (Children, Familyand the Home, The Country and the City, and LetsMeasure Time). The introduction of the book showed

the drastic difference the text represented from the

former government-approved text, Mi libro mgico (MyMagic Book), with its practice sheets that requiredstudents to repeat syllables and practice penmanship.

(Page 90)


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Michoacn Educator Interviews

Urban Public Preescolar Teacher

Rural Public Primaria Teachers

Urban Private Primaria Principal


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School

3-5 Year Olds

Part of SEP 3 Hours a Day, Five Days a Week


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Learning Environment

Learning Through Play

Observe and Assess Prior Knowledge Songs

Do Not Teach Reading

Some Learn from Home


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Reading Readiness

Storytelling and Read Alouds

Classroom Library Encourage to Read Write Names

Know the Letters, Sounds, and Words

Always start instruction with the vowels Do not typically know how to read or write

all letters of the alphabet


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Primaria Background The Next Step

Most common text Mi libro mgico

Finish First Grade as a Reader


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Rural Primaria Teacher 1

Learning Community

Multi-age classes

Limited access to books at home(economics)

School Rincn de Lectura


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Reading Methods

Utilizes a Mixture Eclectic?

Most Popular - The Onomatopoeic Method Example SSS

Most Common Text Mi Libro Mgico


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Literacy Activities

Picture Walks

Cultural Legends and Tales

Read Alouds

Fast Finishers Independent Reading

One Minute Timed Readings WithRecords

Encourages Use of Rincn de Lectura


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First Grade

Learning to Read Emphasis

Teacher Decision Pass or Do Not Pass? End of First Grade Emphasis

Decode Words

Understand Reading simple, grade levelstories


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Rural Primaria Teachers 2 and 3

Whole Group Reading Programs

PRONALES Leer leyendo, escribirescribiendo

Constructivism: Piaget, Vygotsky

Natural

Good Results

Emphasize joy of reading

Does not use Mi libro mgico


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PRONALES Diagnostic Assessments

Dictation

Pictures, Scribbles, Words Monitor Progress

Pre-silbico

Silbico

Silbico-Alfabtico Alfabtico


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Rincn de la Lectura

Currently 40 books

Grows each year Encourage use

Explore/Read

Struggling Readers After school extra support program


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School

Preescolar Preparatoria

$1600/month Scholarships available after first year

18 students/class


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Whole Group Reading Instruction

Preescolar 2 (4 aos) Reading Instruction English and Spanish phonetic instruction

Vowels and 5-6 Consonants

Join vowels and consonants Mam, pata


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Preescolar 3 (5 aos)

Whole alphabet

Compound Syllables

1 Primaria

Already readers or 3 month extra support Grammar, Spelling, Accents


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Read Alouds Preescolar - 2 Primaria

Small Classroom Libraries

Will implement PRONALES in preescolar Teachers already received training


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Home-School Connection

Books from Home Cycle

Constant Communication with Parents Most students read at home with parents

Support for Parents


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Trends

End of First Grade or Before Readers

Utilize Rincn de la Lectura

Whole Class Literacy Instruction Programs: Mi libro mgico or PRONALES

After School Extra Support for Struggling

Readers


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Implications for Teachers andClassrooms

Different methods

Available curriculum and training forbilingual teachers

Consistent methods for biliteracydevelopment


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Further Research/The Next Steps

More literature study and descriptions ofapplications

Classroom observations

PRONALES Materials

Capacitazin in PRONALES

Investigate biliteracy instruction inMexican private schools

Literature study of emergent literacy

Documents

Spanish Native Language Reading Instruction